Sentences with phrase «students meet high expectations»

«This long - term, upward trend is far more important than a snapshot for a single year and reflects the hard work of thousands of teachers, principals and other educators and their dedication to helping students meet high expectations.»

States and districts should target equitable resources to middle level and high schools with high student mobility rates and significant proportions of low - income students, English - language learners, students with disabilities, and low - achieving students to help all students meet high expectations.

Students at Community Roots Charter School are part of an educational community where rigorous curriculum is made engaging and accessible and where students meet high expectations by receiving the support they need and deserve.

They are instructional leaders who reflect on their own practice, help teachers reflect on theirs, and ensure educators have the support and coaching they need to help students meet high expectations.

There is this huge responsibility on our shoulders to have students meet high expectations and that accountability causes us to want to control most aspects of student learning in our classroom.

The staff at Trinidad Garza helps every student meet the high expectations they set: content mastery, a high school diploma, and college credits.

«Helping all students meet these higher expectations — regardless of where they live or the schools they attend — is the surest prescription for narrowing and ultimately closing achievement gaps.»

Only a whole child approach to education — which ensures that students are healthy, safe, engaged, supported, and challenged — will help our students meet our highest expectations and realize their fullest potential.

Not exact matches

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Baed on a flexible structure designed to meet the needs of a diverse group of students» needs through a positive school culture based on student leadership, personal relationships, high expectations, and celebration.

By 2030, have 80 percent of all students and subgroups meet or exceed expectations on the statewide English / language arts and math exams; have 95 percent of all students and subgroups graduate after four years in high school by 2030

When Christopher Pagan, a physics teacher at Trinidad Garza Early College High School, reflected on his students» performance, he realized that they weren't meeting his expectations or their own potential.

How you can help students take responsibility and meet high expectations by providing the right tools and support along the way.

They support students in meeting these high expectations through a variety of ways, including study halls, counseling support, a college readiness course, and the intervention team.

Even if we buy the idea that teachers at the Met are so talented that they should be trusted to demand high performance from every student, what about schools with less skilled teachers and lower expectations?

The below strategies — group work, student - led meetings, low - stakes writing, team problem solving, and reflection — are some of the ways in which we help our students reach or exceed our high expectations.

Without the pressures of engaging an entire classroom, the teacher can provide undivided attention where needed to ensure all students are meeting the high expectations that have been set.

If a student fails to meet these high expectations, tutoring, extra time in class, and reteaching are provided, but only to a point.

At the same time, support systems were developed so the secondary students could meet the higher expectations, he said.

And this suggests that institutions need deeper engagement and personalisation of approach with students at every stage of their higher education experience to meet their expectations better.»

In a high - quality personalized learning system that is mastery - based, individual students progress as learning expectations are met.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

By having them deliver speeches to authentic, real - world audiences, you're increasing your students» drive to meet higher expectations.

An article in the Contemporary Educational Psychology journal claims that when teachers and parents have high expectations of students, they themselves act in a way that encourages them to be met.

When teachers communicate confidence in their students» abilities to meet high expectations, they positively affect student learning.

«I think we give them more autonomy now and mostly they do meet our high expectations and students have really thrived in this environment because the teachers have been willing to allow students that choice and freedom of where and how to work,» Fuller shares.

«Educators across the country have struggled to identify a rich, engaging, and rigorous curriculum that will help them support students in meeting dramatically higher expectations,» said John E. Deasy, former superintendent of Los Angeles public schools.

«Educators across the country have struggled to identify a rich, engaging, and rigorous curriculum that will help them support students in meeting dramatically higher expectations,» said

The K - 12 grade - specific standards define end - of - year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.

High Expectations: Committed to ensuring that every student will meet clearly defined, rigorous standards that will prepare them for success in college and career

When the PDK / Gallup questions on standards are put next to the Education Next findings on the Common Core, the responses are not out of alignment, Peterson said: People are generally in favor of setting higher expectations for students across states but they also want local teachers to have leeway in how those goals are met.

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.

Given that we do not yet know how to measure students» discipline, motivation, and social skills directly, setting high expectations for skills we are able to measure and holding students accountable for meeting them may well be the best ways to improve all of the above.

Desmond - Hellmann explains that Gates has realized that «rigorous standards and high expectations are meaningless if teachers aren't equipped to help students meet them.»

«Kickboard helps us establish clear, consistent, high expectations for our students, and it allows us to easily quantify and measure how well our students are meeting our expectations so we can make adjustments as needed.»

And higher expectations seem to be paying off — across all 50 states, more students are meeting stronger state learning standards.

The teachers who teach alone reported an average of forty - eight percent of their students met or exceeded their highest expectations, while the co-teaching group reported a whopping seventy to one hundred percent satisfaction rate.

In a May 30 letter to parents, state Education Commissioner Brenda Cassellius wrote that because Minnesota schools began using more rigorous standards to teach English arts last fall, schools also gave students more challenging tests to measure their progress towards meeting higher expectations.

High Academic Achievement: We believe that all students can meet high expectations and over ¬ come obstacles that seem insurmountaHigh Academic Achievement: We believe that all students can meet high expectations and over ¬ come obstacles that seem insurmountahigh expectations and over ¬ come obstacles that seem insurmountable.

Only when students are healthy, safe, engaged, supported, and challenged will they be able to meet our highest expectations and realize their fullest potential.»

Overall, the PARCC scores for D.C. high school students were pretty abysmal, with only 10 percent of students meeting or exceeding expectations in math, and 25 percent of students meeting or exceeding expectations in English.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Capital City Public Charter School enables a diverse group of students to meet high expectations, develop creativity, critical thinking, and problem - solving skills, achieve a deep understanding of complex subjects, acquire a love of learning, along with a strong sense of community and character.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

Excelling With a Diverse Student Population Principal Virginia Minshew of Park View High School in Sterling, VA, talks about how her 1,300 - student school has overcome the challenges of poverty and diversity to exceed all expectations by meeting AYP and by producing significant, ongoing upward trends on state tStudent Population Principal Virginia Minshew of Park View High School in Sterling, VA, talks about how her 1,300 - student school has overcome the challenges of poverty and diversity to exceed all expectations by meeting AYP and by producing significant, ongoing upward trends on state tstudent school has overcome the challenges of poverty and diversity to exceed all expectations by meeting AYP and by producing significant, ongoing upward trends on state testing.

Students scoring at the lowest level «did not yet meet expectations,» according to the Parcc designations, while those at the highest level «exceeded expectations.»

In this channel, we visit two schools with math programs designed to meet the Common Core Initiative's expectation that students acquire a level of fluency in math that will carry them through high school and college.

Differentiated instruction allows for teachers to meet the needs of all learners, while still maintaining high standards and expectations for their students.

This publication builds on the 2015 Professional Standards for Educational Leaders, which aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.

Finally, when students met expectations in their team - based setting, they moved to a regular high school program.